Children and Young People’s Core Unit CYP M3.7: Understand how to support positive outcomes for children‚ and young people |Title |Unit 3.7: Understand how to support positive outcomes for children and young people | |Level |3 | |Credit value |3
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CU1569 Support the creativity of children and young people 1.1 Explain evidence‚ approaches and theories about the benefits of creativity for the well being of children and young people Nature or nurture This approach refers to whether creativity is something which comes naturally to some people or whether it is something that can be taught. Creativity as a process Graham Wallas proposed this five-stage model about how we solve problems. 1. Preparation – initial thoughts about a problem
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Unit 7: Assignment 1 M1 There are two different modules of health. The Bio-Medical model and the socio-medical model. The Bio-Medical model relates to the body‚ it focuses on the environmental factors that cause illness or my changes in the body that happen... The bio-medical model believes that people are mostly not at fault when they are ill because illness is caused by factors out of their control and that illness should be cured by medical intervention which they believe is only the responsibility
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Unit 051 – Promote Communication in Health‚ Social Care or Children’s and Young Peoples Settings. Outcome 1 - Understand why effective communication is important in the work setting. 1.1. Identify the different reasons why people communicate. The reasons for People communicating are: • to express needs and wishes • to share ideas and information • to reassure • to express feelings and/or concerns • to build relationships and socialise • to ask questions
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Understanding safeguarding of children and young people ( for those working in the adult sector ) 1:1 Some of the Policies and procedures along with practices include : The Children Act 1989 allocated duties to local authorities‚ courts‚ parents and other agencies in the United Kingdom‚ to ensure children are safeguarded and their welfare is promoted. Its focus is on the idea that children are best cared for within their own families; however‚ it also makes provisions for instances
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to make children learn to behave. But there is a big difference between using physical punishment to discipline and physical abuse. The point of disciplining children is to teach them right from wrong‚ not to make them live in fear. Mental/emotional abuse – someone severely and persistently ill treats you which can harm your confidence and self-worth. It may be your parent’s failing to show you that they love you. Emotional abuse can severely damage a child’s mental health or social development
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Unit 3 – Understand how to safeguard the wellbeing of children and young people Safeguarding is much more than just protecting children from abuse‚ it also includes; keeping children safe from accidents‚ crime and bullying‚ f0rced marriages‚ missing children and actively promoting their welfare in a healthy and safe environment. National and local guidelines‚ policies and procedures affect day-to-day work with children and young people because it is important that people working with them recognise
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Unit 087 Work with Children and Young People in a Residential Care Setting Outcome 1 Understand the legal‚ policy‚ rights and theoretical framework for residential care for children and young people Assessment Criteria The learner can: 1. Outline current theoretical approaches to residential provision for children and young people 2. Explain the relevant legal and rights framework that underpins work with children and young people in residential care 3. Explain the influence of current policies
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JUSTICIABILITY OF ECONOMIC‚ SOCIAL AND CULTURAL RIGHTS Content I. Introduction II. Conceptual Barriers of Judicial Enforcement A. Nature of State Obligations B. Separation of Powers III. Practical Issues A. Complexity of Adjudication B. Institutional Competence C. Remedies and Implementation D. Resource Scarcity IV. Potentials for Justiciability A.
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Chapter Four CULTURAL FACTORS: THE EXPERT CULTURE AND THE COLLECTIVE CULTURE Great discoveries and achievements invariably involve the cooperation of many minds. Alexander Graham Bell He who has a “why” to live for can bear most any “how.” Friedrich Nietzsche orporate culture is the personality of the organization. Just as all human beings have personalities‚ all organizations have a corporate culture. Whereas personality is the basis for our behavior and decision making‚ corporate culture is the
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